The effective use of technology in the classroom has become a focal emphasis in K-12 schools. Because of this emphasis, teacher education programs are expected to provide future teachers with an education that includes teaching specific content areas as well as an opportunity to become computer literate. During two semesters, pre- and post-questionnaires were administered to 73 preservice teachers completing integrated elementary methods courses in mathematics, science, social studies, and language arts. The pre-questionnaire was designed to assess students' computer skills before entering the senior method courses. Then, each of the 73 teachers were tracked at the end of their first year of teaching to assess how frequently they were using the technology as an instructional tool and for what purposes. Only 56 of the 73 preservice teachers were found to have completed one year of teaching. The results of this study provide valuable information for teacher education programs seeking ways to increase the probability that teachers will transfer computer skills into their classroom. (Author/AEF)